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Distance Learning, E-learning, Urgent topics

by Nikita Migushev

Feb 27, 2011

Dear Colleagues, I am writing this post to ask for your assistance. I am a postgraduate student in Russian institute in Saint- Petersburg. I am about to write my thesis concerning Distance learning and E-learning in foreign education. I investigate theories, experience, problems and their solutions concerning using ICT in distance learning. What I need to do is to concretize the exact topic of my study. So this is what I would like you to help me with. Please, share your thoughts and experience about the topics that are very actual in your country concerning distance learning, E-learning or using ICT in learning process. For instance, to my mind, “learner-centered principles in distance learning” is quite interesting topic to investigate. Is it topical in your country? Is this topic well investigated or there are still some categories to investigate? Please, write me about this or give me any other tips of what topics concerning ICT will be interesting to investigate because of the...See More

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marjoryt From my own pespective, your topic seems qualitative, not quantative in nature: I don't see how you could collect statistical data, only the impressions of your students. I suggest discussing that issue with your academic advisors, to make sure your topic will fit the criteria.

I teach in the classroom, online and hybrid environments for ...See MoreFrom my own pespective, your topic seems qualitative, not quantative in nature: I don't see how you could collect statistical data, only the impressions of your students. I suggest discussing that issue with your academic advisors, to make sure your topic will fit the criteria.

I teach in the classroom, online and hybrid environments for a public community college. The community colleges in the state formed a consortium, where the students can take courses through their home college or through another college in the state. Right now, I'm teaching 2 English courses; 1 has only students from my own college, and the other has students from my own college and 4 other colleges. In the past, I've had students participate from Iraq and Germany.

From our instructional perspective, these are the topics receiving study, both from within the college, the state consortium, and nationally:

Retention of students (stay in the course, stay active in the course, and complete the course with a passing grade). Historically, attrition is highest with freshman, then declining significantly with sophomores. In a community college, we only have freshmen and sophomores, so we risk losing half of our student base.

Teaching students how to navigate within the course software. We can't expect students to know instinctively how to operate the software, and frequently the students must also navigate in textbook-related software also. Online students are not available for classroom instruction; we must teach however we get them, and we must teach them within a few days. And, it's possible for a student to deal with multiple software platforms.

Teaching instructors to operate the software is a huge problem. It's not enough to put the instructor through a fast workshop. Mentors are necessary to support the instructors through their first and second semester. (((((I think this could be a wonderful, publishable topic for a study.)))))))))))

Online instruction is viewed as an optimal platform for handicapped students, but few instructors know exactly how to set up the software for these students. Here in the US, this is called "universal instruction."

Finally, the software platforms such as Blackboard offer a variety of instructional options. However, many of those options require a very high level of bandwidth. We are a rural institution; many of our online students operate from dialup connections; those options don't work for them whatsoever. It's very important for the college and instructor know recognize the student capabilities.

Mar 1, 2011

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Nikita Migushev Hi, marjoryt!

Thanks a lot for such a well-detailed comment.

Your opinion is very important for me.

It is true that the topic devoted to "using learner-centered principles in distance learning" is qualitative, because there is quite little information about it. So the research will be based on the results of the experimen...See MoreHi, marjoryt!

Thanks a lot for such a well-detailed comment.

Your opinion is very important for me.

It is true that the topic devoted to "using learner-centered principles in distance learning" is qualitative, because there is quite little information about it. So the research will be based on the results of the experiment that have to be performed.

Is this topic being discussed in US in online teachers’ community? If so, please, send me some references to it.

Also your idea about teaching instructors to operate the software seems to me quite interesting. How do you solve this problem in your country? If possible, please, provide some references.

Thanks again for useful advice!

Hope we can collaborate and share our experience!

On 3/01/11, marjoryt wrote: > From my own pespective, your topic seems qualitative, not > quantative in nature: I don't see how you could collect statistical > data, only the impressions of your students. I suggest discussing > that issue with your academic advisors, to make sure your topic > will fit the criteria. > > I teach in the classroom, online and hybrid environments for a > public community college. The community colleges in the state > formed a consortium, where the students can take courses through > their home college or through another college in the state. Right > now, I'm teaching 2 English courses; 1 has only students from my > own college, and the other has students from my own college and 4 > other colleges. In the past, I've had students participate from > Iraq and Germany. > > From our instructional perspective, these are the topics receiving > study, both from within the college, the state consortium, and > nationally: > > Retention of students (stay in the course, stay active in the > course, and complete the course with a passing grade). > Historically, attrition is highest with freshman, then declining > significantly with sophomores. In a community college, we only > have freshmen and sophomores, so we risk losing half of our student > base. > > Teaching students how to navigate within the course software. We > can't expect students to know instinctively how to operate the > software, and frequently the students must also navigate in > textbook-related software also. Online students are not available > for classroom instruction; we must teach however we get them, and > we must teach them within a few days. And, it's possible for a > student to deal with multiple software platforms. > > Teaching instructors to operate the software is a huge problem. > It's not enough to put the instructor through a fast workshop. > Mentors are necessary to support the instructors through their > first and second semester. (((((I think this could be a wonderful, > publishable topic for a study.))))))))))) > > Online instruction is viewed as an optimal platform for handicapped > students, but few instructors know exactly how to set up the > software for these students. Here in the US, this is > called "universal instruction." > > Finally, the software platforms such as Blackboard offer a variety > of instructional options. However, many of those options require a > very high level of bandwidth. We are a rural institution; many of > our online students operate from dialup connections; those options > don't work for them whatsoever. It's very important for the > college and instructor know recognize the student capabilities.

Mar 2, 2011

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Steve On 3/02/11, Nikita Migushev wrote: > Hi, marjoryt! > > Thanks a lot for such a well-detailed comment. > > Your opinion is very important for me. > > It is true that the topic devoted to "using learner-centered principles > in distance learning" is qualitative, because there is quite little > information about it. So the r...See MoreOn 3/02/11, Nikita Migushev wrote: > Hi, marjoryt! > > Thanks a lot for such a well-detailed comment. > > Your opinion is very important for me. > > It is true that the topic devoted to "using learner-centered principles > in distance learning" is qualitative, because there is quite little > information about it. So the research will be based on the results of > the experiment that have to be performed.

The 14 Learner-Centered Principles of the APA Work Group on Educational Affairs were never intended to be applied to learning at the college level or to online education. Those 14 principles were intended for use in primary and secondary education as the U.S. tried to find its way through school redesign and school reform.

They have little applicability to online education which is voluntary versus primary and secondary education which is mandatory. That said, I'd also say of the 14 Principles - they're what we call 'gobblety-gook' - they're high-sounding words, all encompassing phrases that have little real applicability to anything. The phrase 'Work Group' in the States means the findings are informal ones. A 'Work Group' here is a title given to a group that has no other title.

However would you test for the presence of all 14 points??? What experiment is it you're envisioning? And you say 'foreign education' - do you mean distance education in the U.S? There are many nations now using online education.

What fundamental question is it you're trying to answer? Is distance learning in the U.S. effective?

Let me ask this. How in Russia do you test for the effectiveness of education? Or how you apply the 14 Principles of the APA Work Group to a Russian school? What experiment would you design to determine whether the 14 Principles were in place and working in any Russian school or Russian online course? > > Is this topic being discussed in US in online teachers’ community? If > so, please, send me some references to it. > > Also your idea about teaching instructors to operate the software seems > to me quite interesting. How do you solve this problem in your country? > If possible, please, provide some references. > > Thanks again for useful advice! > > Hope we can collaborate and share our experience! > > > > On 3/01/11, marjoryt wrote: >> From my own pespective, your topic seems qualitative, not >> quantative in nature: I don't see how you could collect statistical >> data, only the impressions of your students. I suggest discussing >> that issue with your academic advisors, to make sure your topic >> will fit the criteria. >> >> I teach in the classroom, online and hybrid environments for a >> public community college. The community colleges in the state >> formed a consortium, where the students can take courses through >> their home college or through another college in the state. Right >> now, I'm teaching 2 English courses; 1 has only students from my >> own college, and the other has students from my own college and 4 >> other colleges. In the past, I've had students participate from >> Iraq and Germany. >> >> From our instructional perspective, these are the topics receiving >> study, both from within the college, the state consortium, and >> nationally: >> >> Retention of students (stay in the course, stay active in the >> course, and complete the course with a passing grade). >> Historically, attrition is highest with freshman, then declining >> significantly with sophomores. In a community college, we only >> have freshmen and sophomores, so we risk losing half of our student >> base. >> >> Teaching students how to navigate within the course software. We >> can't expect students to know instinctively how to operate the >> software, and frequently the students must also navigate in >> textbook-related software also. Online students are not available >> for classroom instruction; we must teach however we get them, and >> we must teach them within a few days. And, it's possible for a >> student to deal with multiple software platforms. >> >> Teaching instructors to operate the software is a huge problem. >> It's not enough to put the instructor through a fast workshop. >> Mentors are necessary to support the instructors through their >> first and second semester. (((((I think this could be a wonderful, >> publishable topic for a study.))))))))))) >> >> Online instruction is viewed as an optimal platform for handicapped >> students, but few instructors know exactly how to set up the >> software for these students. Here in the US, this is >> called "universal instruction." >> >> Finally, the software platforms such as Blackboard offer a variety >> of instructional options. However, many of those options require a >> very high level of bandwidth. We are a rural institution; many of >> our online students operate from dialup connections; those options >> don't work for them whatsoever. It's very important for the >> college and instructor know recognize the student capabilities.

Mar 2, 2011

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Nikita Migushev Hi, Steve!

I apologize for slow response and thank you for your attention to this topic, this is really important for me.

Here is what I would like to say concerning your questions:

What I am doing right now is trying to clearly formulate the theme of my research. I am looking at different directions that the investigatio...See More

Mar 6, 2011

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Steve LCP in distance > learning seems interesting for me because it really > looks like this can make distance learning more > effective.

How can it make it more effective? Can you operationalize any of the 14 Principles? I need a concrete example to understand.

If we speak about the 14 Learner-Centered > Principles of the ...See MoreLCP in distance > learning seems interesting for me because it really > looks like this can make distance learning more > effective.

How can it make it more effective? Can you operationalize any of the 14 Principles? I need a concrete example to understand.

If we speak about the 14 Learner-Centered > Principles of the APA Work Group on Educational Affairs > to my mind some of them can be applied in distance > learning.

Can be applied or are being applied now?

> Still my question is: “Do you understand > Learner-centered learning to be directly correlated > with the 14 Learner-Centered Principles of the APA Work > Group on Educational Affairs or there are other > definitions and factors developed by other > practitioners that make learning learner-centered?”.

Learner-centered learning is a very broad phrase and in the States there is no agreed-upon definition of what 'learner-center learning' really means. There's also no agreed-upon way to achieve learner-centered education.

I think of my class as learner-centered. To achieve that, I do things like - encourage a sense of community. I'm warm and friendly to my students. I encourage discussion and dialogue between myself and my students. I make changed in my curriculum, my teaching practices and my policies to meet the needs of my students. I grade generously because I believe grading does not help to build a learner-centered environment. I don't give homework on weekends or holidays because I want to build a learner-centered classroom. I could go on and on - the list is long but that's some of what I do to try to achieve a learner-centered classroom.

By the way, I had never heard of the 14 Principles before looking them online in response to your post. Please don't think I knew about the 14 Principles or that I use them but I do know about learner-centered classrooms and I do want my classroom to be one. > > > > > -The question that I already mentioned above: “What do > you understand by learner-centered (student-centered > learning) in US? I answered that question above.

-Do you use learner-centered approach > in distance learning in US?

I'd say no to that question. Online education here is a means to an end. Schools and colleges have to offer it to stay competitive - the public here is demanding online/distance education. NO ONE thinks it's a better way to educate anyone. What concerns me with distance education is the software - making sure it works. Good distance educators write warm and friendly e-mails to their students. Teaching is really the human connection between people and distance education lacks real connection.

-Do you think this theme is > topical? I don't think it' s a practical topic.

-What other topical subjects can you advice me > concerning distance learning or using ICT in learning?

Online classes are actually quite difficult precisely because there is no human connection. I'd suggest researching among students to find out from them what would make their online education better. > > Please, provide some references If possible. > > I would like to thank you once again for you time and > attention. I am very pleased to talk to you. > > > > > >> The 14 Learner-Centered Principles of the APA Work >> Group on Educational Affairs were never intended to >> be applied to learning at the college level or to >> online education. Those 14 principles were intended >> for use in primary and secondary education as the >> U.S. tried to find its way through school redesign >> and school reform. >> >> They have little applicability to online education >> which is voluntary versus primary and secondary >> education which is mandatory. That said, I'd also say >> of the 14 Principles - they're what we call >> 'gobblety-gook' - they're high-sounding words, all >> encompassing phrases that have little real >> applicability to anything. The phrase 'Work Group' in >> the States means the findings are informal ones. A >> 'Work Group' here is a title given to a group that >> has no other title. >> >> However would you test for the presence of all 14 >> points??? What experiment is it you're envisioning? >> And you say 'foreign education' - do you mean >> distance education in the U.S? There are many nations >> now using online education. >> >> What fundamental question is it you're trying to >> answer? Is distance learning in the U.S. effective? >> >> Let me ask this. How in Russia do you test for the >> effectiveness of education? Or how you apply the 14 >> Principles of the APA Work Group to a Russian school? >> What experiment would you design to determine whether >> the 14 Principles were in place and working in any >> Russian school or Russian online course? >>> >

Mar 6, 2011

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